The results of international studies on the evaluation of educational achievement confirm that the impact of reforms on the achieved curriculum showed little improvement in the mathematical skills of Filipino learners. Hence, it is assumed that the missing link might be the insufficient attention to the implemented curriculum and not in specialized pilot programs. Given that understanding the mathematical concepts entail understanding the language of instruction, the author believes that a code-switching is an effective approach for improving the mathematics achievement of students. The author employed Pretest-Post-test Control Group Design, using Matched Group Subject, which involved first-year education students of Isabela State University. Data were collected using mathematics achievement test, Scholastic Abilities Test for Adults (SATA), audio recorder, and unstructured interview. Moreover, this study utilized independent-samples t-test to determine whether the two groups are comparable in terms of verbal ability and mathematics quotient, paired-samples t-test to compare the pretest and post-test scores of the two groups; and analysis of covariance to compare the mathematics achievement scores of the two groups while controlling for their quantitative quotient. The students who were exposed using code-switching manifested better performance in Mathematics than students who were taught using English as the medium. Furthermore, it is apparent that the learners in a code-switching class were more capable in expressing their ideas and in engaging in mathematical activities. Thus, mathematics educators should use code-switching in teaching because it is an effective way to improve the performance of the Filipino students in Mathematics.
Volume 12 | 08-Special Issue
Pages: 753-758
DOI: 10.5373/JARDCS/V12SP8/20202578